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207 SW 6th Street
Seminole, Texas 79360
432.758.1060 Fax: 432.758.6393
Director of Special Education
Cindy Franklin is a graduate of Spearman High School. She attended West Texas A&M University, earning a Bachelor's in General Studies. She is certified in All Levels Special Education, English Language Arts and Reading and has her Masters in Special Education/Educational Diagnostician and Administration. She began working for Seminole ISD in 2017.
She is married to Troy Franklin and they have two daughters, Emma and Hannah.
Jan Knasel is the secretary for the Special Education Department. Prior to the Special Education Department, she worked in the district at the Success Center for eleven years.
School Psychology Specialist
Korbin Williams is a Licensed Specialist in School Psychology and Board Certified Behavior Analyst. He graduated from Seminole High School, received a bachelor's degree from Abilene Christian, a masters degree from Trinity University and a masters certificate from Texas Tech University. Korbin is married to Dr. Amy Williams and they have one child, Klase.
Accomplishment: Most recently we developed the Going Beyond Program at SISD. This program has shown more success in its first three months than I could have ever imagined. We have seen students that would more than likely not finish school to now plan on graduating early. The opportunity for success is endless and I can not wait to see where the program goes.
Speech language therapy is a treatment method for children who have speech or language delays or disorders. According to the Nemours Foundation website, "a speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or putting words together to communicate ideas." Schools employ speech language therapists, who work with students? with these delays or disorders during the school day. There are a variety of methods these therapists might use for improving speech and language skills with their students.
In this type of therapy the therapist will essentially play with the child to encourage language interaction to occur. The therapist might play games, act out role-playing activities or even just talk about a picture or a toy with the child. In doing so, she will try to encourage the child to manipulate language to form a message and to understand what the therapist is saying as well. This models proper language-based interaction for the child so that he can learn to have these types of interactions in the outside world as well.
Children who have articulation problems may have difficulty physically pronouncing words and letter sounds. They may simply lack the connection between the sound itself and the way they have to form their mouth to make that sound. In this type of therapy the therapist works with the child to model the way to make certain letter or word sounds. She may show the child how to hold his mouth when he says certain words or practice repeating the sounds with the child until he becomes more comfortable making the sounds on his own.
Oral motor therapy is a strategy for children who have difficulty manipulating the muscles in their mouths. A child with this type of delay would benefit from therapy sessions where he can practice mouth exercises or even eat foods with different textures to learn about eating and swallowing. For this type of therapy, the student? might even bring his lunch to the therapist's office for their session so they can practice with food together.
A child who has a speech or language disorder may not be able to communicate in the traditional sense. However, he can still benefit from speech language therapy. In a speech language therapy session, the child would learn to communicate in non-traditional ways. He could learn to use sign language or even to point to a picture of something to convey a message. He might learn to use an assistive device to communicate such as a typing device that will spell out a message for him. All of these methods still help a child learn to communicate, even if he cannot do so in the traditional way.
The therapy a child receives during school hours is usually a component of the child's Individualized Education Program, or IEP. If a child has a speech or language disorder, then his parents and school officials will work together to write an IEP that addresses his specific needs for classroom learning and therapy to help him be successful in school. When the IEP states that a child requires therapy sessions for a speech or language disorder, the school is legally obligated to provide those services.
Each campus has a staff member who is trained and certified to address these learning problem.
Ability Connection - Texas
Apple Accessibility (iPhone, iPad, Mac Computer)
Center for Parent Information and Resources (CPIR) (English and Spanish)
Chrome Extensions for Special Needs and Struggling Students
Department of Assistive and Rehabilitation Services (DARS)
Higher Education Information for Students with Disabilities
Notice of Procedural Safeguards - English (April 2016)
Notice of Procedural Safeguards - Spanish (April 2016)
Parents Guide to the ARD Process - English (April 2016)
Parents Guide to the ARD Process - Spanish (April 2016)
Parent Coordination Network - Lubbock - Region 17
Parent Companion - The First Five Years (English and Spanish)
Project Autism Information
Partners Resources Network
Special Education in Texas A to Z
Texas Department of Human Services
Texas Project First
Texas School for the Blind
Texas School for the Deaf
Texas Special Olympics
Texas Transition and Employment Guide
A Guide to the ARD Process
Access to General Curriculum (AGC)
Council for Exceptional Children
Information on Standard Based IEP (Texas)
National Center on Response to Intervention
Non-Violent Crisis Intervention
Online training for Standard-Based IEP
OSEP Technical Assistance Center on Positive Behavioral Intervention and Supports
Project Para (paraeducators)
Region 17 ESC Student Support Services
Secondary Transition Guidance
Seminole ISD Operating Guidelines
Texas Assistive Technology
Texas Behavior Support Initiative
Texas Transition and Employment Guide (English and Spanish)
Texas Statewide Leadership for Autism
Writing Standard Based IEP (Stetson and Associates)
All children with disabilities residing in the State, regardless of the severity of their disabilities, and who are in need of special education and related services, must be identified, located, and evaluated.
Seminole ISD is committed to providing quality special education services to every child with a disability who resides in our district or who attends a private or home school in our district. If you have a child age 3 through 21 and suspect your child has a disability, or, if you have a child age birth through 21 and suspect your child has a hearing impairment, please contact the Seminole ISD Department of Special Education. We will work with you in determining if your child meets federal and state guidelines as a child with a disability. If your child is determined to be a child with a disability, we will work with you in developing appropriate special education services designed to meet your child’s educational needs. All our services are available free of charge.
At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If evaluation is needed, the parent will be notified and asked to provide informed written consent for the evaluation. The district will follow the timeline for evaluations as outlined in the legal framework. The district must give a copy of the report to the parent.
If the district determines that the evaluation is not needed, the district will provide the parent with a written notice that explains why the child will not be evaluated. This written notice will include a statement that informs the parent of their rights if they disagree with the district. Additionally, the notice must inform the parent how to obtain a copy of the Notice of Procedural Safeguards - Rights of Parents of Students with Disabilities.
The designated person to contact regarding options for a child experiencing learning difficulties or a referral for evaluation for special education is:
House Bill 657
Your student will be affected by the State’s Student Success Initiative
requirements this year. This legislation requires students to pass their Reading
and Mathematics State Assessment to be promoted to the next grade level. This
requirement includes up to two retests in order to give each student the
opportunity to pass.
Students, who receive special education services and who fail to meet standards
on the Reading and Mathematics assessment, will have an ARD committee
meeting conducted on their behalf prior to the second test administration. At this
ARD, three option will be decided upon:
Will the student be required to take another test administration?
If the student will have subsequent retests waived, will the student be
promoted based on the academic progress demonstrated in their
Individual Education Plan or retained at their current grade level?
How will the student participate in an Accelerated Instruction Program in
the subject area(s) in which state standards were not met?
We hope that this will clarify the options available and help you prepare for
important decisions that may need to be addressed as your child continues to
pursue academic excellence. We are excited to work with you to ensure your
child’s needs are met as we continue to have high expectations for all students in
our district. Each student’s situation will be considered on an individual basis.
If you have any questions please contact
Director of Special Education
Notice of NONDISCRIMINATION
It is the policy of the Seminole Independent School District not to discriminate on the basis of race, color, sex (including pregnancy), national origin, religion, age, equal pay, genetic information, veteran or military status, or any other legally protected status in its educational and career and technology education programs, activities, or employment practices as required by Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended. For information about your rights or grievance procedures, contact the Title IX Coordination: Jay Lashaway, Interim and Section 504 Coordinator: Dr. Sylvia Suarez. Seminole I.S.D.-207 SW 6th Street-Seminole, TX 79360-(432) 758-3662.
Seminole Independent School District
207 S.W. 6th Street
Seminole, Texas 79360
Copyright © Seminole Independent School District 2016. All rights reserved.
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